GONZAGA UNIVERSITY SCHOOL OF EDUCATION

                         

British Columbia Ministry of Advanced Education Degree Quality Assessment Board (DQAB) Degree Program Review    

MASTER OF COUNSELLING September 30, 2011                   Jon D. Sunderland, Ph.D.  Dean, School of Education  502 E. Boone  Spokane, WA  99258‐0025  (509) 313‐3594 or (800) 533‐2554

 

Table of Contents – Master of Counselling  

Executive Summary .............................................................................................................................................. 1



Appendices – Electronically Submitted



1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10

Jon D. Sunderland, Ph.D., Dean – School of Education – Cover Letter Gonzaga University and School of Education Mission Statement Student Handbook ‐ Program Objectives, Page 13 Program of Study CCAPA, Gonzaga University, courses meeting requirements Employment Comparison, prior/post Program Key assessments Client Outcome Survey Northwest Commission on Colleges and Universities (NWCCU) Reaffirmation Letter National Council for Accreditation of Teacher Education (NCATE) 2011 Preliminary Board of Examiners Report Transfer of Credit, University Master of Counselling

Standard 2: Degree Level – Master’s Degree ......................................................................................... 6









Appendices – Electronically Submitted



2.1 2.2 2.3 2.4 2.5 2.6 2.7



Department of Counselor Education Knowledge Base Final written Examination and Rubric EDCE 698 – Syllabus, Student work: student proposal, test, article review Student work – Readings and Viewings Supervisor evaluations, students presentations, professional performance evaluation EDCE 698 Syllabus IV – Course Requirement and Methodology Section Student Binder

Standard 3: Credential Recognition and Nomenclature ................................................................ 8

Appendices – Electronically Submitted



3.1 3.2 3.3

CCAPA, Gonzaga University courses meeting requirements Student Handbook ‐ Professional Licensure, page 36 Comparison of Employment prior/post

Standard 4: Curriculum/Program Content ............................................................................................ 8



Appendices – Electronically Submitted



4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9

Program of Study Program Syllabi all courses Course Description British Columbia Advisory Board – membership and minutes Program Change History University and Curriculum Committee Program Review Guidelines Program Review and Approval Letter School of Education Program Review Schedule CCAPA, Gonzaga University courses meeting requirements

 

Table of Contents (continued) Standard 5: Learning Methodologies ........................................................................................................ 9



Appendices – Electronically Submitted



5.1

EDCE 698 Syllabus IV – Course Requirement and Methodology Section

Standard 6: Admission and Transfer/Residency ............................................................................. 11





Appendices – Electronically Submitted



6.1

Transfer of Credits

Standard 7: Faculty ............................................................................................................................................ 12



Appendices – Electronically Submitted 7.1 7.2 7.3 7.4 7.5 7.6 7.7

Faculty Curriculum Vitae Culture of Scholarship SOE Faculty Model for Scholarship draft Professional Development Request for Funds Faculty Performance Review SOE Adjunct Faculty Manual Faculty Policies

Standard 8: Program Resources ................................................................................................................ 14

Appendices – Electronically Submitted 8.1 8.2

Foley Library and Support Services Site‐based – examples of building rental and placement contracts

Standard 9: Program Consultation ........................................................................................................... 15

Appendices – Electronically Submitted 9.1

Program Change History

Standard 10: Program Review and Assessment ............................................................................... 15

Appendices – Electronically Submitted 10.1 10.2 10.3 10.4 10.5 10.6 10.7

School of Education Assessment Manual Standards and Outcomes Matrix Key Assessment Advising Form University Student Learning Outcomes Assessment Report Course Evaluation Report End of Program Evaluation Alumni Report, 1 and 5 year

   

 

 

 

MASTER OF COUNSELLING DQAB – DEGREE PROGRAM REVIEW - SEPTEMBER 30, 2011

  (Appendix 1.0 – Jon D. Sunderland, Dean – Cover Letter)

EXECUTIVE SUMMARY a) History, Mission, and Academic Goals

Gonzaga University Mission Gonzaga University was founded in 1887 by missionaries of the Roman Catholic Society of Jesus (Jesuits) and was first known as Gonzaga College. Owned and operated by the Jesuits, Gonzaga is based on the 471 year old Ignatian educational philosophy that aims to educate the whole personmind, body, and spirit-an integration of science and art, faith and reason, action and contemplation through a transformative process. The guiding theme at Gonzaga is "cura personalis," or care for the individual and the development of "men and women for others." Humanism and social justice are long traditions at Gonzaga and the bases for the university Mission. Gonzaga University is committed to supporting its long and distinguished tradition of humanistic, Catholic and Jesuit education. The University Mission Statement is the foundation upon which academic programs are founded. Gonzaga University’s Vision Statement: http://www.gonzaga.edu/CampusResources/TheStrategicPlan/default.asp.

School of Education (SOE) Mission and Conceptual Framework The Mission of the School of Education has been summarized in the theme: "Socially responsible professionals who serve with care, competence, and commitment." The SOE Conceptual Framework (CF) represents the underlying and shared beliefs that are the foundation for all that we do as a unit in preparing candidates. At the core of the CF are the traditions of humanistic, Jesuit and Ignatian pedagogy which uses discernment, content in context, and reflection as the cornerstones for learning and practice. From these tenants, the SOE as a professional school commits itself to its Mission to prepare socially responsive and discerning practitioners to serve their community and profession (Appendix 1.1 – Gonzaga University and School of Education Mission Statement). Counselor Education Mission The Counselor Education Department is grounded in a rich tradition and history. Aware of the potential for personal, professional and global transformation, we create and sustain relationships that facilitate excellence in the development of professionalism, service, and growth. Therefore, with intention, we embrace the strengths of all individuals; we invest in services that promote the greater good; we depend on and contribute to the research and practical foundations of the profession; we develop counselors who enter into human services and educational environments. Master of Counselling Program Mission Statement The Master of Counselling program provides counsellor education for students reflecting ethical and cultural aspects of Canadian life with focus on province-related needs and trends. The program promotes the development of a solid knowledge base and strong clinical skills, while fostering personal growth and transformation. Students are prepared to be ethical, competent, service-oriented counsellor practitioners. Description of Program Objectives

Gonzaga University’s Master of Counselling, site-based program, is designed to train professional counsellors for a variety of employment settings including: family counselling, social service and GONZAGA UNIVERSITY

 

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  mental health agencies, elementary and secondary schools, and college counselling centers. Throughout the program, emphasis is placed on personal growth and development in addition to translating theory and research from course work to service for clients. Counsellor training utilizes both didactic instruction and experiential learning in a balanced manner to both aid the student in making the transition from education to practice and to offer an avenue for personal exploration. These experiences and any interactions with professors are in no way intended to provide personal counselling or psychotherapy for students. Students are encouraged to seek counselling outside of the program and its faculty when desired, or recommended or required by the Department of Counselor Education. Another major focus of the program is developing and operationalizing the student’s personal theory of counselling. This theory incorporates the student’s view of human nature, psychological constructs, and counselling process along with theory grounded in the available scientific literature. This theory is developed to set a framework for each student to practice counselling. The Master of Counselling is completed during two calendar years. The site-based program is designed to fit the distance learning parameters while providing many of the requirements for gaining credentials in both British Columbia and Alberta provinces. The overall philosophy of the Department of Counselor Education (EDCE) is to prepare master’s level counsellors with academic, professional, and personal credentials to perform effectively in their anticipated work setting. Current objectives of the EDCE program are reflected in the core requirements as dictated by national accreditation standards and licensure requirements. Through coursework, practicum, internship, and successful completion of the comprehensive examination, students are expected to satisfy overall program objectives and specific course objectives. (Appendix 1.2 – Student Handbook, Program Objectives, page13). b) Proposed Credential to be Awarded

Master of Counselling c) Location

The Master of Counselling is offered at various sites in British Columbia during Fall and Spring Terms, and on the Gonzaga campus in Spokane, Washington for the Full Summer Term. Recent British Columbia sites have included Kelowna, Nelson, Vernon, and Cranbrook. The program is designed to accommodate the working student by holding classes primarily on weekends. d) School offering the proposed degree program

This is not a proposed new degree program. The Master of Counselling is approved by the British Columbia Ministry of Advanced Education. This is the 5 Year Degree Program Review. The Master of Counselling degree is offered through the School of Education at Gonzaga University, Spokane, Washington, USA. The faculty in the Department of Counselor Education, are responsible for the administration and implementation of the Master of Counselling program. e) Anticipated Program start date

The Department of Counselor Education has been delivering a masters level, counselling practitioner oriented programs in British Columbia for over 35 years. Presently there are two cohorts in British Columbia, one in Vernon, expected to conclude in July of 2012, and one in Cranbrook, expected to conclude in July of 2013. The next anticipated start date for a program in British Columbia is September, 2013.

GONZAGA UNIVERSITY

 

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  f)

Anticipated Completion Time in Years or Semesters

The Master of Counselling program takes 4 semesters and 2 summer sessions to complete, however, successful completion of a one credit Introduction to Counselling course is required prior to admittance to the program and is held approximately four months prior to the official beginning of the program (Appendix 1.3– Program of Study) g) Summary of the Proposed Program

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The aim of the Master of Counselling program is to academically and clinically prepare professional counsellors to work effectively and ethically within community agencies, schools, and clinics in Canada. Candidates attain a core of counselling competencies with individualization taking place through supervised internship settings. Emphasis is placed on translating theory and research from course work to services for clients, and the development and operationalization of the student's personal theory of counselling. The Master of Counselling degree program fulfills the tenants of the Strategic Plan: Vision 2012 and the University Mission, which in part states, “We believe that our students, while they are developing general knowledge and skills during their years at Gonzaga, should also attain more specialized competence in at least one discipline or profession. We hope that the integration of liberal humanistic learning and skills with a specialized competence will enable our graduates to enter creatively, intelligently, and with deep moral conviction into a variety of endeavors, and provide leadership in the arts, the professions, business, and public service”. http://www.gonzaga.edu/Campus-Resources/TheStrategicPlan/default.asp.

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Specific to the aims of the site-based program is the fulfillment of the Jesuit mission to bring educational opportunities to those who might otherwise not attain said education. While it is often more difficult to recruit, travel, and otherwise administer the Master of Counselling program in remote areas, a goal of the program is to bring well-trained practitioners to areas that stand in greater need than is typically found in larger cities.

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The Master of Counselling program is designed in near parallel fashion to the on-campus program which is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), and strives to meet the standards of Council on Accreditation of Counsellor Education Programs (CACEP) (Appendix 1.4– CCAPA, Gonzaga University Courses Meeting Requirements). As such, the Master of Counselling program requires a particular curriculum, complete with a 350 hour practicum placement of which 250 hours must be in direct service to clients. This work experience involves the supervised (weekly) delivery of counselling services to individuals, couples, families, and groups at clinics, schools, hospitals, and other practices. This practicum is the primary tool, whereby the student learns to apply the knowledge and skills taught in classes and to hone their capacities to effectively assess, formulate treatment plans, implement said plans, and evaluate effectiveness.

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Graduates of the Master of Counselling program gain employment in a variety of settings typically similar to the student's practicum placement. Each year self-selected students are assisted by faculty in applying and are admitted to doctoral programs both in Canada and in the United States. (Appendix 1.5 – Employment Comparison, prior/post).

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The Master of Counselling program is delivered primarily via face-to-face instruction at selected sites throughout British Columbia. Approximately every other weekend during Fall, Spring, and GONZAGA UNIVERSITY

 

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  Summer 1, core faculty and local Canadian adjunct faculty provide instruction. Full Summer Term students attend classes face-to-face on the Gonzaga University Campus where they fulfill their residency requirements. The Full Summer Term of the second year is also spent on campus during which time the students complete their professional seminar, present their personal theory papers, and conclude the program with an oral exam. 

Particular strengths of the Master of Counselling program include the achievement of a solid knowledge base, the attainment of a strong skills set, and the understanding of the counsellor's role in orchestrating the process of growth and change. The knowledge base is assessed via a written comprehensive exam. The skills set are assessed at several points throughout the program by practical exam and supervisor evaluation, as is the orchestration of the process (Appendix 1.6 – Program Key Assessments). Furthermore, clients provide input to the assessment of the student’s skills and counselling orchestration by the completion of an evaluation survey (Appendix 1.7 – Client Outcome Survey). A unique strength of the program is the development and implementation of the student's personal theory of counselling which serves at the culminating program project.

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In addition to CACREP, the Master of Counselling program is reviewed by the following external agencies: Gonzaga University is accredited by the Northwest Commission on Colleges and Universities (NWCCU), an institutional accrediting body recognized by the Council of Higher Education Accreditation and the Secretary of the U.S. Department of Education (Appendix 1.8 – NWCCU Reaffirmation letter). School of Education programs are accredited by the National Council for Accreditation of Teacher Education, and in March 2011the SOE went through a full site visit review (Appendix 1.9 – NCATE 2011 Preliminary Board of Examiners Report). The British Columbia Ministry of Advanced Education and the Degree Quality Assessment Board (DQAB), and the Alberta Ministry of Advanced Education and Technology and the Campus Alberta Quality Council (CAQC) review the program in its entirety as a private institution seeking degree authorization. Gonzaga University has formal articulation and transfer arrangements with community colleges in the State of Washington and accepts transfer credits from only accredited degree granting institutions at both the undergraduate and graduate level. For the two graduate programs operating in BC under consent of the Ministry, the SOE has a separate admissions office where applications and credit transfers are analyzed. For both, official transcripts from the sending institution must be provided. Students submit a “Transfer of Credit” application with a syllabus from the course to be transferred (Appendix 1.10 – Transfer of Credit). Detailed information on the process can be found on page 11 of this report, and general institutional policies related to transfers and articulation are described in the University Catalog, in the General Academic Section. http://www.gonzaga.edu/catalogues/11-12-catalogue/graduate/general-academic-information.asp

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Canadian Universities offering counselling related degrees in British Columbia include, Trinity Western University, University of Victoria, Simon Fraser University, University of British Columbia, and the University of Northern British Columbia. City University and Adler School of Professional Psychology offer master’s degree programs in counselling. Gonzaga's Master of Counselling offers the opportunity via its weekend design to meet the needs of the working student. The quality of program is illustrated by: design; administration; instruction; the program's emphasis on the Jesuit value of personal transformation; and a model that focuses on the development of professional clinicians, including the framework for orchestrating the process of growth and change within the student's personal theory of counselling. GONZAGA UNIVERSITY

 

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MASTER OF COUNSELLING DQAB – DEGREE PROGRAM REVIEW - SEPTEMBER 30, 2011

  h) Name, Title, Phone Number, and E-mail Address of Institutional Contact

Jon Sunderland, Ph.D., Dean of the School of Education (509)313-6115 [email protected]

GONZAGA UNIVERSITY

 

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  STANDARD 2: DEGREE LEVEL – MASTER’S DEGREE 1. Depth and Breadth of Knowledge

The Master of Counselling program is designed with the purpose and intent of developing and training counsellors who will be effective, caring, competent, and committed professionals prepared to serve the communities in which they live. In order to achieve this goal, our curriculum and pedagogical approach has been adapted and refined according to the always-developing body of research and literature of the counselling profession. With roots firmly embedded in the historical scientist-practitioner counselling tradition, the program is responsive to the most relevant and meaningful emergent trends. (Appendix 2.1 – Department of Counselor Education Knowledge Base). Students learn the “how and why” of Rogers’ (1957) foundational work on the importance of and the necessary elements of the counsellor-client relationship in setting the context for meaningful work, growth, and change. This is about facilitating and insuring that caring, authenticity, and communication are present in the relationship. Frank’s (1961) work on the critical importance for counselors of instilling hope is another foundational piece of the program. Truax, Carkhuf, and Berenson (1967) whose research began the counselling profession’s understanding of the essential elements in Rogers’ work that facilitated client change is similarly essential in the program curriculum. The program is further highly influenced by the work of Allan Ivey (1978) who added to the training of counselors-to-be with the clarity of the microskills of attending. Ivey’s work enabled the further training of students with the range of actual clinical skills needed in effective counselling. Following years of studies that compared and contrasted the multitude of theories and techniques of counselling, meta-analytic work by Lambert (1992) informed our profession that there are four factors that contribute to positive outcome effectiveness in counselling--regardless of the theory or model used. Those four universals are extratherapeutic factors, the counselling relationship itself, the instillation of hope, and the correct application of theory, strategy, and techniques of counselling for individual clients. Lambert’s work has been refined and adapted for powerful application in the pedagogy of the program in counsellor education. The four factors determined by Lambert provide a truly empirically supported and “state of the profession” model of counsellor training (Miller, Duncan, Hubble, 1997) and our faculty has designed the curriculum in response. Students learn a matrix-based conceptual model (Hastings and Bennett, 1998) in their Pre-practicum class during the second year of their Master of Counselling program. This matrix conceptualization provides students with a unique, practical, and effective way of understanding the counsellor's role in orchestrating the change process for clients--and is one that blends seamlessly with the empiricallybased training in the micro-skills of attending. The matrix allows students to have a clear view of the client’s presentation and movement. For example, a client may be tracked in terms of past, present, and future tense; in domains of behavior, cognition, and feeling; and in terms of readiness to change and position in that process. In essence it is a roadmap through the transformative process. To complete a picture of the programmatic presentation for our Master of Counselling students, we have incorporated the work on Emotional Intelligence (Goleman, 1995 and Bar-on, 2000) as essential components of graduate students’ training. Development of such EI-related dispositions as personal growth, self and other awareness, and social responsibility are essential components of the program as graduates must be competent and mature providers of mental health services to the various publics that they serve.

GONZAGA UNIVERSITY

 

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  Students demonstrate their attained knowledge via rigorous course requirements. The assessment of their culminating knowledge occurs at the end of their course of study via a written comprehensive examination and a final oral examination. (Appendix 2.2 – Final Written Examination and Rubric). 2. Knowledge of Methodologies and Research

Students in the Master of Counselling program must successfully complete a Research and Statistics course that assists in building a working comprehension of the established techniques of research and inquiry, and the application to both increasing and utilizing the knowledge base of the counselling profession. In this course students complete a critical evaluation of peer reviewed/scientific literature, a small scaled research proposal complete with literature review, methodologies, mock results, discussion, limitations, and an examination demonstrating sound knowledge base in research and statistics. (Appendix 2.3 – EDCE 698 Syllabus, Student Work: Student Proposal, Test, and Article Review). In addition to the course requirements, students in the Master of Counselling program are invited to attend the Washington Counseling Association (WCA) annual convention. The event is held at Gonzaga University and coordinated by the Department of Counselor Education. This year 6 students from cohorts in Cranbrook and Kamloops will attend and participate in poster presentations at the conference on October 16-17, 2011. Students are also encouraged to join faculty in research endeavors and to attend the American Counseling Association annual convention for presentations of research. This provides an additional experience whereby the students' research efforts are showcased, as well as an opportunity for faculty to model professional development both in presentation and in continuing education. 3. Application of Knowledge

A requirement of the Research and Statistics course involves a literature review and drafting of a basic, small scale research proposal. Students are required throughout their clinical courses to identify new questions, specific problems, or issues related to their site work and to diversity experiences. Students must conduct a review of the scientific/peer reviewed literature in order to increase their understanding and competence in addressing the identified need/issue and to act accordingly in application at their site or during their diversity experience. This process is journaled reflectively in the student’s binders they prepare in Pre-practicum and Practicum. Note: The following Appendices are the separate documents that are included in a student binder. (Appendices 2.4 – Student Work, Readings and Viewings). 4. Communication Skills

Students are required to "stand and deliver" throughout their course work across the two year program thus improving and demonstrating their ability to communicate ideas, issues, and conclusions clearly and effectively to their professors and fellow classmates. Students present their research proposals via a symposium during which they are evaluated for their communication skills. Additionally, students who choose to provide a poster presentation during a professional conference receive evaluation of their communication to other professionals. Students are assessed by their site supervisors regarding effective communication, and each semester students complete a self-rating and set goals regarding communication skill development. Professors review these evaluations, aid the student in accurate reflection and rating, and support goal attainment. Finally, one year and five year post-graduation follow-up studies are conducted containing questions concerning communication skills of graduates to address the impact of the program on graduate’s ability to effectively communicate with colleagues and others. The results are consistently strong. (Appendix 2.5 – Supervisor Evaluations, Student Presentations, Professional Performance Evaluation). GONZAGA UNIVERSITY

 

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  5. Awareness of Limits of Knowledge

In all classes students are encourage to remain aware of bias, limits of any particular theory, and the necessary activities of the counsellor to continually grow in knowledge and understanding of the discipline from a variety of perspectives. Students are required to demonstrate their reflective practice and on-going attainment of knowledge and insight in their journals throughout the program. (Appendix – EDCE 698 Syllabus 2.6 – IV Course Requirement and Methodology Section). 6. Professional Capacity Autonomy

In hand with the students' awareness of limits of knowledge is the constant search for greater and deeper understanding of areas related to counselling, such as human growth and development, theories of personality, processes and techniques of counselling, and strategies for assisting others in goal attainment. The binder for pre-practicum and practicum serve as evidence of the work a student must complete demonstrating on-going capacity to exercise initiative and personal responsibility, and accountability and decision-making, as well as appreciation for on-going professional development and collaboration/consultation with others. The site-supervisor further supplements this critical autonomy by the assignment of readings and trainings and the evaluation of the student's success. (Appendix 2.7 – Student Binder). Standard 3: Credential Recognition and Nomenclature Over a 33-year period, Gonzaga University’s Master of Arts in Counselling degree has been utilized by practitioners in British Columbia to provide mental health counselling in school systems, agency counselling centers, and to prepare candidates for advanced training at the Doctoral level. Three years ago the name of the program was changed to reflect the nomenclature designated by the Ministry to Master of Counselling. Additionally, several courses were added/altered thus improving greatly the original master's program. In addition to the recommendations of the Ministry, the program utilized input from the British Columbia Advisory Board as well as the CACEP liaison who has met with the Board and program director to facilitate the program's movement toward meeting CACEP requirements (Appendix 3.1 – CCAPA, Gonzaga University Courses Meeting Requirements). Students who gain the Master of Counselling credential may choose to make application to gain admission to membership in the British Columbia Association of Clinical Counsellors as well as the Canadian Counselling and Psychotherapy Association (CCAPA). The program has ongoing discussion with CCAPA to assist in remaining current with standards for credentialling. Students are advised as to the potential and limitations for credentialing in British Columbia in the Student Handbook (Appendix 3.2 – Student Handbook, Professional Licensure and Certification, page 36). Also in evidence, is the record of employment and further studies successfully gained by graduates of the Master of Counselling program (Appendix 3.3 – Comparison of Employment Prior/Post).

Standard 4: Curriculum/Program Content Students accepted into a site-based program take courses sequenced over two years with all other members of their cohort (Appendix 4.1 – Program of Study). All students attend course work during the first and second summers of their program on the Gonzaga University Campus in Spokane. There are no elective courses offered during the core of the program though students may choose to complete independent study in areas of their choosing. Courses meet for a minimum of 12 contact hours per credit during the term. Blackboard and email are primary means of additional contact held between course GONZAGA UNIVERSITY

 

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  weekends to supplement contact time, hold on-going discussions, or disseminate information, administer tests, and receive assignments (Appendix 4.2 – Program Syllabi all courses), (Appendix 4.3 – Course Descriptions). The Master of Counselling program has been approved at the Departmental, School, University, and Ministry levels. Counselor Education faculty review the program annually and institute changes as a result of input from students, adjunct faculty, advisory boards, and other stakeholders. The British Columbia Advisory Board for the Master of Counselling program meets annually to review and approve the program and its curriculum, make recommendations for changes, and review any changes recently instituted (Appendix 4.4 – British Columbia Advisory Board – Membership and Minutes). Changes to an academic program’s curriculum must be reviewed and approved by the SOE Curriculum Committee and by the University's Academic Council before being instituted. All SOE program changes, whether they were made through University or SOE Committees, or through the department, are recorded on the Program Change History form (Appendix 4.5 – Program Change History). All academic programs are scheduled for regular institutional review by the Curriculum Committee of the Academic Council (Appendix 4.6 – University Curriculum Committee Program Review Guidelines). Since all programs in the SOE are accredited or approved by outside agencies, and these agency reviews include the University criteria for program review, our primary academic reviews are conducted internally by the SOE Curriculum Committee on a five year review schedule, using the following criteria: introduction to the program; assessment system; data analysis; diversity; technology; sustainability; and new directions. In 2009, the Master of Counselling program was reviewed and approved by the SOE Curriculum Committee (Appendix 4.7 – Program Review and Approval Letter, SOE Curriculum Committee), (Appendix 4.8 – SOE Program Review Schedule). In addition, the SOE submits annual reviews for the Master of Counselling Program to the DQAB and the CAQC and the program has satisfactorily met the criteria each year. Professional Organization Criteria

The Canadian Counselling and Psychotherapy Association (CCAPA) has published specific guidelines and criteria for certification that clearly outlines the coursework and practical experience master's programs must offer in order to support the credentialling of graduates. Gonzaga graduates have successfully achieved such certification, and one of our graduates is currently on the Board of Directors for the CCAPA (Appendix 4.9 – CCAPA, Gonzaga University courses meeting requirements). The University Catalog for 2010-2011, can be viewed at http://www.gonzaga.edu/catalogues/11-12catalogue/graduate/default.asp.   Standard 5: Learning Methodologies/Program Delivery 

Core faculty hold terminal degrees from accredited institutions in counselling or related fields providing assurance that a solid base of knowledge and skill exists at the onset. All professors are practitioners with many years of experience serving individuals, couples, families, and groups across the life-span and concerning a wide range of issues. Professors are credentialed in their home states/provinces and as a requirement of that credentialing must participate in ongoing continuing education. This assures further knowledge of best practice and insights regarding current issues and emerging theories related to the profession that professors bring to every class across the curriculum. The University provides support for the attainment of extended education and training and has partnered for the last four years with the Washington Counseling Association to host the annual conference on campus. The base and extended knowledge supports competence in teaching. GONZAGA UNIVERSITY

 

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  

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Students in their second year have a site supervisor for their clinical placements for a minimum of 350 hours. To ensure adequate preparation for hosting such an experience, these supervisors must provide documentation regarding their education and clinical experiences, and must meet minimum requirements of master's degree, three years clinical experience beyond graduate training, and ongoing continuing education. This documentation is kept in the students' files. The methodologies employed in each course vary according to the needs of the course and can be divided into didactics, clinical experience, and technical competency. Didactic course methodologies rest primarily on lecture, readings, discussions, and classroom activities that best support the acquisition and application of knowledge. Occasionally, group projects and student-led presentations assist in assuring the student has the capacity to gather information and communicate it effectively to peers and professor thus demonstrating the earned knowledge base. Clinical courses also involve lecture and discussion but are more heavily focused on the application of knowledge and skill via practice which involves both practice session in class and review of practice session via recording and case conceptualization from the students' practicum sites. In all classes technical competency is relevant and encouraged by the use of all technological means available including Blackboard, list serves, web-search, and electronic literature review via ebscohost (GU's library web search), to name a few. All students are provided an email account and access to Blackboard and the University's electronic library which hosts all primary search engines including ERIC and Psychlit. The Foley Library has a number of full-time staff who coordinate an extensive Distance Library Services Department. The web address is: http://www.gonzaga.edu/Academics/Libraries/Foley+Library/Departments/Distance+Learner/default.asp

Further technical assistance specific to distance education is located at: http://www.gonzaga.edu/Academics/Libraries/Foley+Library/Departments/Distance+Learner/Technology+ Basics.asp

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Students can contact the University "help desk" (open daily) by phone or email for assistance with technical issues. The University supplies video equipment for check out, as well as computer, projector, speakers and other equipment for playback in class. All courses in this program are taught live and in person. On rare occasions when weather or other calamity prohibits faculty from being present in the room with the students, a system of Skyping was developed and tested for the delivery of course materials and on-going course activity. This past spring semester, one of Dr. Steve Koffman’s classes was delivered through Skype as an experiment. Dr. Koffman had arranged for a facilitator at the site, but there were technical problems that created interruptions to the class. Students responded to this method of delivery by restating that they chose Gonzaga’s program because they wanted an interactive, cohort model, not an on-line computer based approach. In an emergency, faculty and students will communicate through the BlackBoard system and supplemented by extended class time on another weekend as needed (Appendix 5.1 – EDCE 698 Syllabus, Course Requirement and Methodology Section).

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Our Master of Counselling program (and all of our graduate programs presented in Canada) has a budget allocation that is renewed each year. From this budget, our professors’ travel expenses, facilities rentals for holding classes, and other miscellaneous costs are covered by Gonzaga University through the School of Education.

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Examples of technology support available for our counselling students in British Columbia are: Help Desk services, Zagmail and Zagweb, Blackboard, Student File and Web Storage, Library Access via the Web, Anti-virus software.

GONZAGA UNIVERSITY

 

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  Gonzaga University, through Disability Support Services is prepared to provide accommodations as they are needed. Examples of accommodations that have recently been made available for our BC based cohorts are textbooks transcribed onto audiotape format, webcam facilities for a student with a temporary medical disability, and classroom adjustments to provide wheelchair accessibility. The website for Disability Support is:  

http://www.gonzaga.edu/Student+Life/Residence+Life+and+Dining+Services/OnCampus+Living/Disability+Support.asp

Standard 6: Admission and Transfer/Residency a) Admissions

University criteria for admissions, retention, and transfer of credits are noted in the Fair Process Manual at http://www.gonzaga.edu/soe. Admission requirements for the Master of Counselling program include:  a four-year bachelor degree in psychology or related field from an accredited institution (students with degrees in non-psychology areas must demonstrate competency in the field by successfully passing a written entrance exam)  undergraduate GPA of 3.0 on a 4-point scale  submitted test scores from the MAT or GRE  statement of purpose  two letters of recommendation  successful completion of EDCE 525 Introduction to Canadian Counselling Potential students for the Master of Counselling program submit applications to the Graduate Admissions Office of the SOE where initial review is conducted to assure the minimal requirements for admission have been met. The web address for application to School of Education graduate programs is: http://www.gonzaga.edu/Academics/Colleges-and-Schools/School-of-Education/GraduateAdmissions/Application-Requirements.asp.

In the SOE each department uses a “weighted rubric” for admissions decisions. Out of a 60 point total potential rating the Counselor Education Department reviews on the following scale: 1. 2. 3. 4. 5.

• 5 points • 5 points • 10 points • 15 points • 25 points

undergraduate grade point average, GRE or MAT entrance exam personal statement letters of recommendation (7.5 points each) interview

On average, the top 30 applicants meeting requirements 1-4 above are invited to the Introduction to Canadian Counselling course. The top 22 of those completing the course and interview are offered admission.

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  b) Transfer of Credit

Gonzaga University's policy allows for up to 20% of courses (8 credits) taken from an appropriately accredited institution post baccalaureate degree at the graduate level, and prior to admission to the Master of Counselling program to be transferred when courses taken have met the standards of the courses offered in the program. Students are required to submit to their program advisor early in the first semester of enrollment course syllabi, textbooks, and completed exams and assignments from courses to be transferred. The advisor distributes said material to faculty responsible for that content area for review of match to current course requirements. Determination of all, part, or no course transfer is made. For those classes where transfer is recommended, the student submits a transfer of credit form to the School of Education Dean's Office with above materials and Department recommendations for official determination of transfer of credits (Appendix 6.1 – Transfer of Credits). When partial credit is allowed, students complete the remainder of particular course requirements via independent study. c) Residency

Master of Counselling students must spend the Full Summer session each year on campus completing 8 credits the first year and 3 credits the second year, as noted in the Program of Study. The remaining courses are taken at the chosen site for the program. Overall, of the 43 credits required by the program, 8 credits may be transferred into the program, leaving 35 credits that must be completed via the Master of Counselling program as slated in its curriculum.

Standard 7: Faculty The Department of Counselor Education consists of 6 FTE faculty positions, two of which are .5 FTE. All full time faculty teach in the Master of Counselling program while the .5 FTE faculty serve in advisory roles sharing expertise in school counselling with enrolled students who are placed in schools. There are 7 adjunct faculty who teach in the Master of Counselling program (Appendix 7.1 – Faculty Curriculum Vitae). In Fall 2011, a new .5 term contract faculty, with doctorate, was hired to teach and supervise counseling candidates. In Academic Year 2012-2013, upon the retirement of the other .5 term contract faculty, the positions will be combined to a full FTE position. The Department will also be applying for one additional FTE who will serve our site-based program, as an instructor and practicum coordinator. A Department Program Assistant also provides supportive services to faculty and students. Two graduate assistants (GA’s) are assigned to specifically aid faculty during summer terms, and approximately 10 are assigned to assist during the full school year. Finally, the University provides support in areas, such as, disabilities specialists, library experts, financial assistance specialists, registrar, and technical support specialists. Professional development, research and scholarly activity are an important component of the University rank and tenure process and outlined in detail in the Faculty Handbook. In response to reviews by BC and Alberta Ministries, the SOE has engaged in activities to build a “culture of scholarship” among faculty. Steps taken in this effort include the Dean’s approval of a three credit course release for all newly hired tenure line faculty so that they may develop a scholarship track. Additionally, the Dean has divided faculty into “scholarship teams” to enhance cross discipline inquiry, provide mentoring from full professors, and to motivate scholarship through social affiliation (Appendix 7.2 – Culture of Scholarship). In spring 2010, the Academic Vice-President appointed a Subcommittee to the University Rank and Tenure Committee to review current criteria in the Faculty Handbook for promotion and tenure. The SOE has appointed a Subcommittee to the SOE Rank, Reappointment, and Tenure Committee (RRT) to develop a set of standards that are specific to our programs and would be used in addition to the University criteria during a review. The SOE Subcommittee presented a draft model of criteria to the GONZAGA UNIVERSITY

 

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  faculty at our Fall 2011 Faculty/Staff Conference (Appendix 7.3 – SOE Faculty Model for Scholarship). When a model has been agreed upon, SOE ranked faculty will vote, and a recommendation for SOE rank and tenure criteria will be presented to the Academic Vice President in the spring, with implementation in 2012-2013. The Office of Sponsored Research and Programs provides faculty with the services and resources they need to fund their creative, scholarly, service and research efforts. Gonzaga University adheres to the generally accepted ethical and professional standards for the protection of human subjects in research, and all proposals are reviewed by the University Institutional Review Board (IRB). The Office of the Academic Vice-President provides supplemental financial support for faculty research and scholarly activity through individual application to the Research Council, Gonzaga Outcomes and Assessment Committee, and the Venture Fund. The SOE funds professional development activities for full-time faculty who are an “invited/refereed” presenter at a professional conference, and faculty who are officers in state, national, or related organizations receive reimbursement to attend required conference meetings (Appendix 7.4 – Professional Development Request for Funds).. All faculty teaching is evaluated from three vantage points. First, each course is concluded with a formal evaluation of teaching effectiveness by the students in the course. Second, each faculty member is visited annually in class by a senior faculty member or the department chair for assessment of teaching effectiveness. Finally, the University reviews all untenured faculty annually and all tenured faculty every three years by the SOE Rank, Reappointment, and Tenure Committee. This Committee examines faculty across four distinct areas; teaching being the primary area of focus in this teaching institution. Additionally, adjunct faculty who possess a master’s degree, are mentored on a monthly basis by a seasoned Ph.D. level faculty member. All tenure, tenure track, and full-time term contract faculty are reviewed annually. Faculty prepare a “Faculty Performance Review and meet with their department chair to set goals for the academic year and submit the outcomes in the spring. The reports are reviewed by the Dean and placed in their personnel file (Appendix 7.5 – Faculty Performance Review Instrument). For full time term-contract faculty, the Dean sends a letter recommending contract renewal in the next academic year to the Academic Vice President for approval. The student course evaluation is used for monitoring the student’s perception of the teaching effectiveness of adjunct faculty each semester (Appendix 7.6 – SOE Adjunct Faculty Handbook). These reports are reviewed by the Dean and the Department Chair each semester. The policies that pertain to faculty and instructors regarding qualifications, academic freedom, performance, loads, and professional development are included in the Gonzaga Faculty Handbook, University Regular Faculty Recruiting Policies, and the SOE Bylaws and Operations Manual (Appendix 7.7 – Faculty Policies, Faculty Handbook, Sec 300; University Regular Faculty Recruiting Policies; and SOE Bylaws, Sec. 200).

Gonzaga University Handbook (complete) http://guweb.gonzaga.edu/AVP-Office/information-for-Faculty/

SOE Bylaws and Operations Manual (complete) http://www.gonzaga.edu/Academics/Colleges-and-Schools/School-of-Education/About-the-School/Office-of-theDean/files/bylaws_09nov10.pdf

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  Standard 8: Program Resources a) Resources

Library The Foley Library on the Gonzaga campus is a full-service library providing special accommodations to Master of Counselling students. Foley is a member of the Washington-Idaho Network (WIN), a consortium of academic and public libraries in the Pacific Northwest, which participates in the ORBIS Courier system ensuring faster delivery of books borrowed from libraries throughout the region. Additionally, Foley is a member of Association of Jesuit Colleges and Universities, DOCLINE, Libraries Very Interested in Sharing, National Network of Libraries of Medicine, and Northwest Group Access Program. These alliances make possible search and retrieval of any needed text, article, or other research-related library item from the student's personal computer. In addition to on-line services, the library employs specialists in distance education and trains all library faculty members (4 full-time, 4 adjunct, and 6 staff) to serve distance students. Students are oriented during their first weekend of classes to the on-line library services and to the designated distance librarian. When on campus the first summer term, students are provided a detailed orientation to the campus library and its services. (Appendix 8.1 – Foley Library and Support Services). Computer Access All students are encouraged to purchase up to date computer equipment and on-line capacities in their homes prior to beginning studies. All classrooms are equipped either via contract or from Gonzaga with computers and projecting equipment to assure high quality delivery of course materials and to assure in class on-line capacities where needed. Gonzaga provides access to academic materials and supplemental instruction via BlackBoard and email (accounts are provided for all students and professors). Technology services are available via email, phone, on-line, or in person to assist with any technological glitches. Classrooms/equipment Gonzaga contracts with local sites (most frequently middle and high schools, community centers, or hotels) to provide the needed classrooms and equipment sufficient for delivery of programs on site. During the two full summer terms classrooms in the Rosauer Center for Education are used for courses. Existing/shared Resources As was noted prior, the University employs a number of shared services including disability support, library, technology, financial aid, international student services, plant services, and student life. Additional Resources The Department contracts with other agencies both for use of buildings and equipment related to classroom delivery and to site-placement of students for clinical training. (Appendix 8.2 – Site-Based, Examples of Building Rental and Placement Contracts). b) Implementation Schedule

Though typically only one cohort runs at a time in British Columbia, currently, there are two (due to the number of requests from the more remote areas near Cranbrook). The Cranbrook site began in September, 2011 and will conclude in July, 2013. The second site, Vernon, began in September, 2010 and will conclude July, 2012. Both are running effectively with all resources needed to complete the programs in a timely manner.

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  Standard 9: Program Consultation The Master of Counselling program depends on the consultation and recommendations of several bodies for ongoing development. These include the department faculty, School and University curriculum committees, BC and AB advisory boards, and reports of recent and past graduates and their employers. The Department meets throughout each term to attend to pressing issues. Annually, the Department reviews each program and makes recommendation for alterations. Every five years the SOE Curriculum Committee reviews the program and offers suggestions and recommendations. The University Curriculum Committee of the Academic Council reviews all proposed changes to the program. Both sitebased advisory boards meet annually to suggest and review changes based program review. Students and graduates provide the fuel for the above bodies by submitting end of program evaluations and one and five year follow-up surveys, as well as employer follow-up surveys. Additionally, both the BC and AB Ministries have reviewed (and continue to review) the program annually and in greater depth at periodic intervals. Finally, the Department has been in consultation with CACEP regarding the potential development into a CACEP accredited program. Results of these means of consultation are reflected in the program changes made over the last five years (Appendix 9.1 – Program Change History).

Standard 10: Program Review and Assessment The SOE is accredited by the National Council for the Accreditation of Teacher Education (NCATE). As such, a plan for on-going assessment of all programs in the SOE has been instituted for several years (Appendix 10.1 – SOE Assessment Manual. The plan involves constant review of impact on students, as well as students’ impact on those they serve. All SOE programs identify 5-8 key assessments that conform to NCATE Standards in assessment, measure student outcomes, and are aligned to program goals (Appendix 10.2 – Master of Counselling, Standards and Outcomes Matrix). The Key Assessment Advising form shows the assessment category, point of assessment in the student’s program, instrument, rubric, and the rationale that are used as we assess knowledge (K), skills (S), and disposition (D) (Appendix 10.3 –Key Assessment Advising Form). The scores for each assessment are recorded, reported by measures of central tendencies (mean, mode, median), performance in program aggregated form, and disaggregated by gender and ethnicity to check for fairness and accuracy. The reports are analyzed by the SOE Assessment Committee, the department, and Advisory Boards for program improvement. In addition, the SOE’s reports on student outcomes are submitted to the University Student Learning Outcomes Assessment for annual reporting. The student learning outcomes assessment reports are evaluated by members of the University’s Assessment Subcommittee of the Academic Council and the Coordinator of Student Learning Outcomes Assessment. This year’s focus was “closing the loop” meaning documenting changes made at the course or programmatice level based on student learning outcomes results (Appendix 10.4 – University Student Learning Outcomes Assessment Report). The Coordinator has stated that the student outcomes reports indicate that departments have a clear set of goals, multiple valid and reliable instruments they use to measure student learning outcomes, and are increasingly “closing the loop.” There are several evaluation protocols that tap student satisfaction with courses, clinical placements, and the program on the whole.  Students complete course evaluations at the conclusion of each class taken. Course evaluation reports for each faculty are distributed for evaluation to the Dean of the School and the department chair, and results are provided to the faculty member (Appendix 10.5 – Course Evaluation Report).

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   

Students also complete End of Program Evaluations that are distributed to students in each cohort section after they complete their Professional Seminar at the end of the second year in the program. (Appendix 10.6 – End of Program Evaluation Report). Student satisfaction is assessed at one year and five years post graduation. Alumni are provided a survey for giving feedback regarding their perspectives of the program after having an opportunity to work in the field. They are also asked for permission for the School to send a survey to their employers for feedback about the program’s preparation of the graduate to work in their current jobs. (Appendix 10.7 – Alumni Report 1 and 5 year).

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